Investigation on Inclusion Centered Courses for Children with Special Needs : Based on Teachers’ Rating in Inclusive Early Childhood Education Settings

2010 ◽  
Vol 9 (2) ◽  
pp. 5
Author(s):  
YounKyung Cho
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Special Needs ◽  
Children With Special Needs ◽  
Childhood Education ◽  
Inclusive Early Childhood

scholarly journals Early Detection of Children with Special Needs by Educators

2021 ◽  
Vol 5 (2) ◽  
pp. 54
Author(s):  
Stephani Raihana Hamdan ◽  
Sulisworo Kusdiyati ◽  
Andhita Nurul Khasanah ◽  
Temi Damayanti Djamhoer
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Detection ◽  
Special Needs ◽  
Developmental Disorders ◽  
Early Childhood Teachers ◽  
Further Education ◽  
Children With Special Needs ◽  
Negative Effects ◽  
Childhood Education

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The early detection of children with special needs is very important for educators, as they require special handling in the learning process so that they can develop optimally. The first important level for early detection is the early childhood education level. Early childhood teachers become agents who play a major role of early detection. Problems that occur due to late diagnosis of children with special needs often lead to learning and behavioural problems. If not handled properly, these disturbances will continue to the next level of further education. Knowledge of various types of disorders and early intervention in children with special needs must be the responsibility of early childhood education teachers to reduce the negative effects of any disruption that may occur. In order to assist teachers in early detection, this paper presents a study related to various developmental disorders that occur in children with special needs and the skills, techniques and steps that are needed for early detection. </span></p></div></div></div>

scholarly journals Implementasi Pendidikan Inklusif Pada Lembaga Pendidikan Anak Usia Dini Di Indonesia

2020 ◽  
Vol 4 (02) ◽  
Author(s):  
Syahria Anggita Sakti ◽  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Early Age ◽  
Children With Special Needs ◽  
Childhood Education ◽  
Equal Education ◽  
Inclusive Learning

This study aims to analyze the extent of the implementation of inclusive education in early childhood education institutions in Indonesia. Inclusive education at an early age begins by accommodating the needs of children, identifying the special needs of children, and mapping the development potential and barriers of children now and in the future. Inclusive education provides opportunities for children with special needs to get an equal education. The practice of the inclusive education system implemented at the level of early childhood education still leaves problems, the implementation of inclusive education which is apparently still not inclusive. The issue of educators, supporting facilities, and inclusive education curricula in early childhood education institutions is also not yet capable Inclusive education in Indonesia must involve parents, teachers and the environment, the implementation of inclusive education in Indonesia leads to the goal of inclusive learning that provides the broadest opportunities- breadth to all children including children with special needs to get proper education in accordance with their needs.

scholarly journals PROGRAM PELATIHAN DAN WORKSHOP KESIAPAN IMPLEMENTASI PAUD INKLUSIF UNTUK PENDIDIK PAUD TRAINING AND WORKSHOP PROGRAM FOR PREPARING IMPLEMENTATION OF INCLUSIVE EARLY CHILDHOOD EDUCATION

2018 ◽  
Vol 10 (2) ◽  
pp. 161
Author(s):  
Aini Mahabbati
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Special Needs ◽  
Early Interventions ◽  
Research Subjects ◽  
Knowledge And Skills ◽  
Childhood Education ◽  
Reflection Data ◽  
Early Childhood Learning ◽  
Inclusive Early Childhood

Penelitian ini bertujuan untuk meningkatkan kompetensi pengelola lembaga PAUD dalam rangka mendukung kesiapan merintis implementasi PAUD Inklusif di Wilayah Kecamatan Banguntapan Bantul. Aspek yang ditingkatkan adalah pengetahuan dan keterampilan untuk menemukenali anak berkebutuhan khusus (ABK); intervensi ABK di PAUD; dan merancang pembelajaran PAUD yang mengakomodasi seluruh karakter subjek didik. Penelitian ini adalah penelitian tindakan dengan tahapan perencanaan, pelaksanaan, pengamatan, dan refleksi. Teknik pengumpulan data adalah pengisian angket dan observasi. Subjek penelitian berjumlah 47 guru dari 47 lembaga PAUD di wilayah Banguntapan Bantul. Teknik analisis data menggunakan deskriptif kuantitatif dan kualitatif. Hasil pelatihan menunjukkan pemahaman subjek terhadap materi pelatihan dan kemampuan subjek dalam menemukenali dan intervensi dini pada ABK usia dini. Pengetahuan subjek tentang konsep Hambatan Perkembangan pada AUD mengalami peningkatan dari 47,0% menjadi 65%, deteksi ABK usia dini mengalami peningkatan dari 52,5% menjadi 69,6%, dan konsep PAUD inklusi mengalami peningkatan dari 44,8% menjadi 71,6%. Keterampilan untuk menemukenali dan melakukan intervensi dini pada ABK di usia dini terlihat dari kemampuan para pendidik PAUD saat menyusun laporan hasil pengamatan dari observasi di lembaga masing-masing. Kesimpulannya adalah subjek mengalami peningkatan pengetahuan dan keterampilan menemukenali ABK, memberi intervensi dini bagi ABK di PAUD; serta merancang pembelajaran ke arah PAUD Inklusi.This study aims to improve the competence of Early Childhood Education (ECE) institution managers in order to support the readiness to pioneer the implementation of Inclusive ece in Banguntapan Bantul. Improved aspects are knowledge and skills to identify children with special needs (CSN); CSN intervention in early childhood; and designing early childhood learning that accommodates all the characters of the students. This research is action research with stages of planning, implementation, observation, and reflection. Data collection techniques are questionnaire and observation. Research subjects amounted to 47 teachers from 47 institutions early childhood in Banguntapan region of Bantul. Data analysis techniques used descriptive quantitative and qualitative. The results of the training show the subject's understanding of the training materials and the subject's ability to identify and early intervention in early childhood. The subject's knowledge on the concept of Developmental Delay and Disorder has increased from 47.0% to 65%, early detection and intervention of special needs in early childhood increased from 52.5% to 69.6%, and the concept of inclusive ECE increased from 44.8% to 71, 6%. The skills to identify and conduct early interventions in the early childhood crew are evident from the ability of early childhood educators when preparing reports of observations from observations at their respective institutions. The conclusion is that subjects experience increased knowledge and skills in identifying the crew, providing early interventions for crew in early childhood; as well as designing learning towards inclusive early childhood.

Inclusion of Children With Special Needs in Early Childhood Education

2015 ◽  
Vol 35 (2) ◽  
pp. 79-88 ◽  
Author(s):  
Frances Lai Mui Lee ◽  
Alexander Seeshing Yeung ◽  
Danielle Tracey ◽  
Katrina Barker
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Special Needs ◽  
Children With Special Needs ◽  
Childhood Education

scholarly journals Exemplary leadership practices in early childhood education in preparing the golden generations for Indonesia

2021 ◽  
Vol 1 (4) ◽  
pp. 253-268
Author(s):  
Usnul Umi Miftahurrohmah ◽  
◽  
Hasan Hariri ◽  
Riswanti Rini ◽  
Rohmatillah Rohmatillah ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Leadership Style ◽  
Leadership Practices ◽  
Empirical Studies ◽  
Government School ◽  
Childhood Education ◽  
Exemplary Leadership ◽  
Five Practices ◽  
Inclusive Early Childhood

Abstract Purpose: This study aimed to investigate the ideal quality of inclusive early childhood education, an effective leadership style and five practices of exemplary leadership. Research methodology: This is a review article. The review process began with a search engine (Google Scholar) to search and review early childhood education and leadership articles. Results: The results suggest that it is important to hold quality inclusive early childhood educations since, in this level of education, six developmental areas are well stimulated. The key success of maintaining quality inclusive early childhood education is a collaboration among education parties (government, school, parents and community). A school needs a principal who can perform five exemplary leadership practices to help “Golden Indonesia 2045” become true. Limitations: First, the scope of articles reviewed is still very limited to the literature review in the Indonesian context. This and other limitations will be opportunities for further empirical studies about five practices of exemplary leadership in the Indonesian education area. Contribution: This study can be useful for the early childhood education level.

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